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Gülmek Önemlidir: İngilizce Öğrenen Öğrencilerin Mizah Anlayışı ve Algısı

Yıl 2018, Cilt: 7 Sayı: 4, 453 - 468, 31.12.2018

Talip Gönülal

https://doi.org/10.30703/cije.455199
Cited By: 1

Öz

Mizah muhtemelen tüm insanlar için geçerli olan birkaç unsurdan biridir, ancak mizahın algılanışı ve takdir edilmesi bazı koşullara ve hatta kültüre bağlı olabilir. Mizahın yabancı dil öğrenme üzerindeki potansiyel etkisi son dönemde araştırılmaya başlansa da, mizah algısındaki kültürlerarası değişkenlik çok az ele alınmıştır. Bu yüzden, farklı kültürlerden gelen bir öğrenci grubuyla bir çalışma yapılmıştır. Toplamda üç genel gruptan (Türk, Asyalı, ve Avrupalı) oluşan 106 öğrenci bu çalışmaya katılmıştır. Katılımcılar önce 6 adet farklı türde mizah unsuru içeren senaryoları puanlayıp, sonra 25 soruluk mizah algı anketini doldurmuşlardır. Son olarak da 3 adet açık uçlu soruyu cevaplamışlardır. Sonuçlar, öğrencilerin dilsel ve kültürel mizaha kıyasla evrensel mizah unsuru içeren senaryolara daha pozitif yaklaştığını göstermiştir. Yabancı dil derslerinde mizah kullanımı konusunda ise Asyalı öğrenciler biraz olumsuz tutum takınırken Türk öğrenciler mizaha en açık grup olmuştur. Buna ek olarak, sonuçlar, mizahın İngilizce dil öğrenimine karşı oluşan duyuşsal engelleri azaltmak, öğrencilerin derse olan katılımını artırmak ve öğretmen-öğrenci arasındaki iletişimi güçlendirmek gibi çeşitli faydalarının olduğunu göstermiştir.

Anahtar Kelimeler

Mizah kültürel mizah dilsel mizah evrensel mizah İngilizce öğrenen öğrenciler

Kaynakça

  • Author & co-author (2015a).
  • Author & co-author (2015b).
  • Author (2018).
  • Author (forthcoming).
  • Askildson, L. (2005). Effects of humor in the language classroom: Humor as a pedagogical tool in theory and practice. Arizona Working Papers in SLAT, 12, 45–61.
  • Attardo, S., Wagner, M. M., & Urios-Aparisi, E. (Eds.). (2013). Prosody and Humor. Amsterdam: John Benjamins Publishing. https://doi.org/10.1075/bct.55
  • Banas, J. A., Dunbar, N., Rodriguez, D., & Liu, S. J. (2011). A review of humor in educational settings: Four decades of research. Communication Education, 60(1), 115–144. https://doi.org/10.1080/03634523.2010.496867
  • Bell, N. (2005). Exploring L2 language play as an aid to SLL: A case study of humor in NS-NNS interaction. Applied Linguistics, 26(2), 192–218. https://doi.org/10.1093/applin/amh043
  • Bell, N. (2009). Learning about and through humor in the second language classroom. Language Teaching Research, 13(3), 241–258. https://doi.org/10.1177/1362168809104697
  • Bell, Nancy (2017). Humor and second language development. In Salvatore Attardo (Ed.), The Routledge handbook of language and humor (pp. 444–455). New York, New York: Routledge.
  • Berk, R. (1996). Student ratings of 10 strategies for using humor in college teaching. Journal of Excellence in College Teaching, 7(3), 71–92.
  • Berk, R. (2000). Does humor in course tests reduce anxiety and improve performance? College Teaching, 48(4), 151–159. https://doi.org/10.1080/87567550009595834
  • Berk, R., & Nanda, J. P. (1998). Effects of jocular instructional methods on attitudes, anxiety, and achievement in statistics courses. Humor, 11(4), 383–409.https://doi.org/10.1515/humr.1998.11.4.383
  • Chen, G. H., & Martin, R. A. (2007) A comparison of humor styles, coping humor, and mental health between Chinese and Canadian university students. Humor: International Journal of Humor Research, 20, 307–309.https://doi.org/10.1515/HUMOR.2007.011
  • Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: SAGE Publishing.
  • Deneire, M. (1995). Humor and foreign language teaching. Humor: International Journal of Humor Research, 8(3), 285–298. https://doi.org/10.1515/humr.1995.8.3.285
  • Forman, R. (2011). Humorous language play in a Thai EFL classroom. Applied Linguistics, 32(5), 541–565. https://doi.org/10.1093/applin/amr022
  • Garner, R. L. (2006). Humor in pedagogy: How ha-ha can lead aha! College Teaching, 54(1), 177–180. https://doi.org/10.3200/CTCH.54.1.177-180
  • Gervais, M., & Wilson, D. S. (2005). The evolution and functions of laughter and humor: A synthetic approach. Quarterly Review of Biology, 80, 395–430.https://doi.org/10.1086/498281
  • Hsin, A. (2006, April). Comprehension of English Jokes in Chinese EFL Learners. Paper presented at International Conference on English Instruction and Assessment. Chung-Cheng Univ. Jia-yi, ROC.
  • Jiang, F., Yue, X. D., & Lu, S. (2011). Different attitudes toward humor between Chinese and American students: evidence from the Implicit Association Test. Psychological reports, 109(1), 99–107.https://doi.org/10.2466/09.17.21.PR0.109.4.99-107
  • Liao, C. C. (2001) Taiwanese perceptions of humor: a sociolinguistic perspective. Taipei, Taiwan: Crane.
  • Illés, S. & Akcan, S. (2017). Bringing real-life language use into EFL classrooms. ELT Journal, 71(1), 3–12. https://doi.org/10.1093/elt/ccw049
  • Martin, R. A. (2007). The psychology of humor: An integrative approach. Cambridge: Cambridge University Press.
  • McKnight, P. E., McKnight, K. M., Sidani, S., & Figueredo, A. J. (2007). Missing data: A gentle introduction. New York, NY: Guilford Press
  • Neuliep, J. W. (1991). An examination of the content of high school teacher's humor in the classroom and the development of an inductively derived taxonomy of classroom humor. Communication Education, 40, 343–355.https://doi.org/10.1080/03634529109378859
  • Petraki, E., & Nguyen, H. H. P. (2016). Do Asian EFL teachers use humor in the classroom? A case study of Vietnamese EFL university teachers. System, 61, 98–109. https://doi.org/10.1016/j.system.2016.08.002
  • Plonsky, L., & Derrick, D. J. (2016). A meta‐analysis of reliability coefficients in second language research. The Modern Language Journal, 100(2), 538–553.https://doi.org/10.1111/modl.12335
  • Pomerantz, A., & Bell, N. D. (2011). Humor as safe house in the foreign language classroom. The Modern Language Journal, 95(s1), 148–161.https://doi.org/10.1111/j.1540-4781.2011.01274.x
  • Schmitz, J. R. (2002). Humor as a pedagogical tool in foreign language and translation courses. Humor-International Journal of Humor Research, 15(1), 89–113.https://doi.org/10.1515/humr.2002.007
  • Szirmai, M. (2012). Raising multicultural awareness by teaching humor in foreign language classes. In G. Alao, M.D. Plard, E. Suzuki and S. Y. Roger (eds.). Didactique plurilingue et pluriculturelle: l'acteur en contexte mondialisé.
  • Tabachnick B., & Fidell, L. (2013). Using multivariate statistics. Boston: Pearson Education Inc.
  • Torok, E. S., McMorris, F. R., & Lin, W. (2004). Is humor an appreciated teaching tool? Perceptions of professors' teaching styles and use of humor. College Teaching, 52(1), 14–20. https://doi.org/10.3200/CTCH.52.1.14-20
  • Wagner, M., & Urios-Aparisi, E. (2011). The use of humor in the foreign language classroom: Funny and effective? Humor-International Journal of Humor Research, 24(4), 399–434. https://doi.org/10.1515/humr.2011.024
  • Wanzer, M. B. (2002). Use of humor in the classroom: The good, the bad, and the not-so-funny things that teachers say and do. In J. Chesebro and J. McCroskey (eds.). Communication for teachers. Boston: Allyn & Bacon.
  • Wanzer, M. B., Frymier, A. B., & Irwin, J. (2010). An explanation of the relationship between instructor humor and student learning: Instructional humor processing theory.  Communication Education, 59(1), 1–18.https://doi.org/10.1080/03634520903367238
  • Wulf, D. (2010). A humor competence curriculum. TESOL Quarterly, 44(1), 155–169.https://doi.org/10.5054/tq.2010.215250
  • Yu, D. S., Lee, D. T., & Woo, J. (2004). Issues and challenges of instrument translation. Western Journal of Nursing Research, 26(3), 307-320.https://doi.org/10.1177/0193945903260554
  • Yue, X., Jiang, F., Lu, S., & Hiranandani, N. (2016). To be or not to be humorous? Cross cultural perspectives on humor. Frontiers in Psychology, 7, 1495.https://doi.org/10.3389/fpsyg.2016.01495
  • Zhang, Q. (2005). Immediacy, humor, power distance, and classroom communication apprehension in Chinese college classrooms. Communication Quarterly, 53(1), 109–124. https://doi.org/10.1080/01463370500056150

Laughing Matters: ELLs’ Comprehension and Perceptions of Humor

Yıl 2018, Cilt: 7 Sayı: 4, 453 - 468, 31.12.2018

Talip Gönülal

https://doi.org/10.30703/cije.455199
Cited By: 1

Öz

Humor is probably one of the few features applicable to virtually all people in the world, but the perception and appreciation of humor can be circumstantial and culture-dependent. Although the potential role of humor in language classrooms has been the topic of research over the last years, limited research has been conducted on cross-cultural variability in humor perception and appreciation. The current study, seeking to address this gap, was conducted with a multicultural group of English language learners (ELLs). One hundred and six ELLs consisting of three main groups (i.e., Turkish, Asian and European) took part in this study. After completing a language background questionnaire, participants rated 6 humorous scenarios and then completed a 25-item humor perception questionnaire. Further, participants answered three open-ended questions at the end of the questionnaire. The results indicated that learners generally assigned more positive scores to universal jokes when compared to linguistic and cultural jokes. As for the perception of humor use in English classrooms, Asian group held slightly less positive attitudes towards the use of humor whereas Turkish group was the one most interested in the employment of humor. In addition, the results indicated that humor was linked to several benefits such as lowering affective barriers to English language learning, increasing ELLs’ attentiveness in the classroom and improving teacher-student rapport.


Anahtar Kelimeler

Humor cultural humor linguistic humor universal humor English language learners

Kaynakça

  • Author & co-author (2015a).
  • Author & co-author (2015b).
  • Author (2018).
  • Author (forthcoming).
  • Askildson, L. (2005). Effects of humor in the language classroom: Humor as a pedagogical tool in theory and practice. Arizona Working Papers in SLAT, 12, 45–61.
  • Attardo, S., Wagner, M. M., & Urios-Aparisi, E. (Eds.). (2013). Prosody and Humor. Amsterdam: John Benjamins Publishing. https://doi.org/10.1075/bct.55
  • Banas, J. A., Dunbar, N., Rodriguez, D., & Liu, S. J. (2011). A review of humor in educational settings: Four decades of research. Communication Education, 60(1), 115–144. https://doi.org/10.1080/03634523.2010.496867
  • Bell, N. (2005). Exploring L2 language play as an aid to SLL: A case study of humor in NS-NNS interaction. Applied Linguistics, 26(2), 192–218. https://doi.org/10.1093/applin/amh043
  • Bell, N. (2009). Learning about and through humor in the second language classroom. Language Teaching Research, 13(3), 241–258. https://doi.org/10.1177/1362168809104697
  • Bell, Nancy (2017). Humor and second language development. In Salvatore Attardo (Ed.), The Routledge handbook of language and humor (pp. 444–455). New York, New York: Routledge.
  • Berk, R. (1996). Student ratings of 10 strategies for using humor in college teaching. Journal of Excellence in College Teaching, 7(3), 71–92.
  • Berk, R. (2000). Does humor in course tests reduce anxiety and improve performance? College Teaching, 48(4), 151–159. https://doi.org/10.1080/87567550009595834
  • Berk, R., & Nanda, J. P. (1998). Effects of jocular instructional methods on attitudes, anxiety, and achievement in statistics courses. Humor, 11(4), 383–409.https://doi.org/10.1515/humr.1998.11.4.383
  • Chen, G. H., & Martin, R. A. (2007) A comparison of humor styles, coping humor, and mental health between Chinese and Canadian university students. Humor: International Journal of Humor Research, 20, 307–309.https://doi.org/10.1515/HUMOR.2007.011
  • Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: SAGE Publishing.
  • Deneire, M. (1995). Humor and foreign language teaching. Humor: International Journal of Humor Research, 8(3), 285–298. https://doi.org/10.1515/humr.1995.8.3.285
  • Forman, R. (2011). Humorous language play in a Thai EFL classroom. Applied Linguistics, 32(5), 541–565. https://doi.org/10.1093/applin/amr022
  • Garner, R. L. (2006). Humor in pedagogy: How ha-ha can lead aha! College Teaching, 54(1), 177–180. https://doi.org/10.3200/CTCH.54.1.177-180
  • Gervais, M., & Wilson, D. S. (2005). The evolution and functions of laughter and humor: A synthetic approach. Quarterly Review of Biology, 80, 395–430.https://doi.org/10.1086/498281
  • Hsin, A. (2006, April). Comprehension of English Jokes in Chinese EFL Learners. Paper presented at International Conference on English Instruction and Assessment. Chung-Cheng Univ. Jia-yi, ROC.
  • Jiang, F., Yue, X. D., & Lu, S. (2011). Different attitudes toward humor between Chinese and American students: evidence from the Implicit Association Test. Psychological reports, 109(1), 99–107.https://doi.org/10.2466/09.17.21.PR0.109.4.99-107
  • Liao, C. C. (2001) Taiwanese perceptions of humor: a sociolinguistic perspective. Taipei, Taiwan: Crane.
  • Illés, S. & Akcan, S. (2017). Bringing real-life language use into EFL classrooms. ELT Journal, 71(1), 3–12. https://doi.org/10.1093/elt/ccw049
  • Martin, R. A. (2007). The psychology of humor: An integrative approach. Cambridge: Cambridge University Press.
  • McKnight, P. E., McKnight, K. M., Sidani, S., & Figueredo, A. J. (2007). Missing data: A gentle introduction. New York, NY: Guilford Press
  • Neuliep, J. W. (1991). An examination of the content of high school teacher's humor in the classroom and the development of an inductively derived taxonomy of classroom humor. Communication Education, 40, 343–355.https://doi.org/10.1080/03634529109378859
  • Petraki, E., & Nguyen, H. H. P. (2016). Do Asian EFL teachers use humor in the classroom? A case study of Vietnamese EFL university teachers. System, 61, 98–109. https://doi.org/10.1016/j.system.2016.08.002
  • Plonsky, L., & Derrick, D. J. (2016). A meta‐analysis of reliability coefficients in second language research. The Modern Language Journal, 100(2), 538–553.https://doi.org/10.1111/modl.12335
  • Pomerantz, A., & Bell, N. D. (2011). Humor as safe house in the foreign language classroom. The Modern Language Journal, 95(s1), 148–161.https://doi.org/10.1111/j.1540-4781.2011.01274.x
  • Schmitz, J. R. (2002). Humor as a pedagogical tool in foreign language and translation courses. Humor-International Journal of Humor Research, 15(1), 89–113.https://doi.org/10.1515/humr.2002.007
  • Szirmai, M. (2012). Raising multicultural awareness by teaching humor in foreign language classes. In G. Alao, M.D. Plard, E. Suzuki and S. Y. Roger (eds.). Didactique plurilingue et pluriculturelle: l'acteur en contexte mondialisé.
  • Tabachnick B., & Fidell, L. (2013). Using multivariate statistics. Boston: Pearson Education Inc.
  • Torok, E. S., McMorris, F. R., & Lin, W. (2004). Is humor an appreciated teaching tool? Perceptions of professors' teaching styles and use of humor. College Teaching, 52(1), 14–20. https://doi.org/10.3200/CTCH.52.1.14-20
  • Wagner, M., & Urios-Aparisi, E. (2011). The use of humor in the foreign language classroom: Funny and effective? Humor-International Journal of Humor Research, 24(4), 399–434. https://doi.org/10.1515/humr.2011.024
  • Wanzer, M. B. (2002). Use of humor in the classroom: The good, the bad, and the not-so-funny things that teachers say and do. In J. Chesebro and J. McCroskey (eds.). Communication for teachers. Boston: Allyn & Bacon.
  • Wanzer, M. B., Frymier, A. B., & Irwin, J. (2010). An explanation of the relationship between instructor humor and student learning: Instructional humor processing theory.  Communication Education, 59(1), 1–18.https://doi.org/10.1080/03634520903367238
  • Wulf, D. (2010). A humor competence curriculum. TESOL Quarterly, 44(1), 155–169.https://doi.org/10.5054/tq.2010.215250
  • Yu, D. S., Lee, D. T., & Woo, J. (2004). Issues and challenges of instrument translation. Western Journal of Nursing Research, 26(3), 307-320.https://doi.org/10.1177/0193945903260554
  • Yue, X., Jiang, F., Lu, S., & Hiranandani, N. (2016). To be or not to be humorous? Cross cultural perspectives on humor. Frontiers in Psychology, 7, 1495.https://doi.org/10.3389/fpsyg.2016.01495
  • Zhang, Q. (2005). Immediacy, humor, power distance, and classroom communication apprehension in Chinese college classrooms. Communication Quarterly, 53(1), 109–124. https://doi.org/10.1080/01463370500056150
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Talip Gönülal 0000-0001-6441-4278

Yayımlanma Tarihi 31 Aralık 2018
Yayımlandığı Sayı Yıl 2018Cilt: 7 Sayı: 4

Kaynak Göster

APA Gönülal, T. (2018). Laughing Matters: ELLs’ Comprehension and Perceptions of Humor. Cumhuriyet Uluslararası Eğitim Dergisi, 7(4), 453-468. https://doi.org/10.30703/cije.455199

Cited By

Investigating EFL learners’ humorous interactions with an intelligent personal assistant
Interactive Learning Environments
Talip Gonulal
https://doi.org/10.1080/10494820.2021.1974489
 Kapak Resmi İndir

e-ISSN: 2147-1606

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